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In recent years, AI technologies have been developed to promote students' self‐regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI‐based (SRLbot) and rule‐based AI chatbots (Nemobot) in a 3‐week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule‐based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT‐enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self‐regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule‐based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning. Practitioner notesWhat is already known about this topic AI technologies have been used to support student self‐regulated learning (SRL) across subjects.SRL has been identified as an important aspect of student learning that can be developed through technological support.Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback.What this paper adds This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students.The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule‐based AI chatbot.The study offers insights into how ChatGPT can be used as a tool to facilitate SRL and promote sustained learning habits.Implications for practice and/or policy The findings of this study suggest that educators should consider the potential of ChatGPT and other generative AI technologies to support student learning and SRL.Educators and students should be aware of the limitations of AI technologies and ensure that they are used appropriately to generate desired responses.It is also important to equip teachers and students with AI competencies to enable them to use AI for learning and teaching. [ABSTRACT FROM AUTHOR]

Background: Given students' lack of self‐directed learning skills and the growing concern about implementing massive online open courses (MOOCs) in K12 education, learning strategies are needed to facilitate MOOC learning. Many studies have provided different strategies for effective learning in MOOCs. However, there is still limited research to confirm whether these strategies effectively support MOOC learning when deployed by secondary schools, which are not MOOC developers. Objectives: This mixed‐method study examines the provision of different learning strategies, including a learning guide, an academic mentoring programme, a training workshop, and a reimbursement scheme, and investigates the impact of these strategies on student learning in MOOCs. Methods: The study uses two data sources: (1) surveys with 40 participants and (2) semi‐structured interviews with 12 participants. The quantitative data were analysed with descriptive statistics and Fisher's exact test, and the qualitative data were analysed with thematic analysis. Results and Conclusion: The findings indicate that MOOC learners had positive attitudes towards the overall school support, with mentoring enjoying great popularity amongst the students. In terms of the effectiveness of the school support, the mentoring programme and reimbursement scheme were more effective than the university training and learning guide. The paper discusses the implications for researchers and educators. Lay Description: What is already known about this topic: There are a large number of K12 MOOC implementations, which are (i) STEM‐related and computer science courses, and (ii) from Europe and the USA.Limited studies provided different learning strategies for MOOC learning from the perspective of K12 schools, which are not MOOC developers.There is a need to explore MOOC initiatives encompassing a wide variety of subjects, including computer science MOOCs and non‐computer science MOOCs, in regions beyond Europe and the USA.There is also a need for further scrutiny of the effectiveness of learning strategies provided by the K12 school. What this paper adds: Our study launched the first MOOC implementation in K12, encompassing several subject areas beyond computer science in the region of Asia.Our study provided different learning strategies adopted by the K12 school, and the analysis revealed that MOOC learners took positive attitudes towards overall school support with mentoring enjoying great popularity with these students.Our study examined the effectiveness of school support and identified that mentoring and reimbursement are more effective than university training and the learning guide. Implications for practitioners: The insights gained from the study enable other K12 schools and educators to implement MOOC into existing school infrastructures successfully.These strategies provided in the MOOC implementation program can be helpful in many different online learning contexts. [ABSTRACT FROM AUTHOR]

Severe Typhoon Koinu passed south of Hong Kong on 8 and 9 October 2023, triggering the issuance of the Increasing Gale or Storm Signal No. 9, the second highest tropical cyclone (TC) warning signal in Hong Kong. Koinu was a difficult case for TC warning service due to its compact size and rather erratic movement over the coastal waters of Guangdong. To monitor Koinu's movement and wind structure, the Hong Kong Observatory utilized various observational platforms, including meteorological aircraft, ocean radar, and synthetic aperture radar on polar orbiting satellites. The paper presents major observations derived from these measurements. The aircraft probe and dropsonde data suggested boundary layer inflow, warm core structure, eyewall updraft, and high turbulence in the eyewall of the typhoon. The weather radar observations indicated the occurrence of a waterspout in the vicinity of the typhoon. Additionally, the study highlights the forecasting performance of the AI‐based Pangu‐Weather model, which could outperform the conventional global numerical weather prediction models in forecasting TC track in the region. The documentation of these observations aims to provide valuable references for weather forecasters and stimulate further research on forecasting this type of tropical cyclone. Key Points: Observations from meteorological aircraft, ocean radar, and synthetic aperture radar show the structure of Severe Typhoon KoinuWeather radar observations suggest the occurrence of a waterspout in the vicinity of KoinuAI‐based Pangu‐Weather model could outperform the conventional global numerical weather prediction models in forecasting Koinu's track [ABSTRACT FROM AUTHOR]

This paper examines the family dynamics between parents and gay sons after the latter's disclosure of their sexual orientation. Situated in the "doing family" and life course literature, the paper offers a sociological account of coming out and family dynamics in Hong Kong that presents the narratives of both gay sons and their parents, examining the changing moral and emotional economies of family life across two generations. Thirty‐five in‐depth individual interviews were conducted with a purposive sample of gay sons (n = 15) and their mothers (n = 14) and/or fathers (n = 6). The findings revealed that heteronormative family life, as part of the moral economy of family life, is challenged after disclosure, with parents forced to admit or accept the queer component of their family. Yet, both parents and gay sons work hard to accomplish a "correct" version of sexual normativity that views homosexuality as inborn (sexual essentialism) and conforms to the "good homosexual" image. Sons' disclosure also shifts the burden of the closet, as part of the emotional economy of family life, to their parents, especially mothers, on whom that burden often takes an emotional toll. The paper concludes that disclosure is a contested site of negotiation of the meaning of male identity, parenthood, and homosexuality, as well as a key family practice that changes the moral and emotional economies of families, eventually leading to the formation of new family forms. By viewing disclosure as family practice in a culture where intergenerational closeness and family co‐residence are prominent, this paper rethinks coming out, arguing that in the Chinese context it should be understood not only as identity politics, as it often is in Western contexts, but also as relational politics, thus revitalizing the coming‐out debate across cultural contexts and offering new insights on the relationship between homosexuality and contemporary family life. [ABSTRACT FROM AUTHOR]

In cross‐border regions (CBRs), especially in Cross‐Border Regional Innovation Systems (CBRISs) research, proximity has traditionally served as the primary framework for measuring cross‐border integration and supports the view that the closer the proximity on both sides of the border in terms of physical, functional, cognitive, institutional and other dimensions, the more integration is fostered. Recently, however, this view has been questioned, with both theoretical studies of 'related varieties' and empirical results from specific cross‐border cases challenging the adequacy of the proximity framework as a singular dimension for analysing CBR integration. To bridge this knowledge gap, this paper expands the proximity framework to four dimensions of relational proximity, innovation ecological environment integration, complementary advantages and common goals from the perspective of innovation ecosystem, builds an analytical assessment framework of cross‐border regional innovation ecosystem (CBRIE), and conducts an empirical analysis of the Shenzhen–Hong Kong CBR. The results show that the framework accounts well for the development of CBRIEs. Furthermore, the exchange of innovation factors between Shenzhen and Hong Kong has made greater progress and accelerated, and is moving towards building an innovation ecosystem. However, they have not yet formed a complete CBRIE. [ABSTRACT FROM AUTHOR]

Background: Vocabulary learning in a second language (L2) encompasses crucial aspects, including single words and collocations. Research indicates that L2 learners can incidentally learn single words from captioned videos, but less is known about the incidental learning outcomes of collocations, let alone the differences in learning gains for single words and collocations under different captioned conditions, as well as individual differences that may account for such differences. Objectives: This study aimed to fill this gap by comparing the learning gains of single words and collocations while investigating the influence of vocabulary knowledge (VK) and working memory (WM) on the learning results within diverse forms of captioning conditions: full captions, keyword captions, and no captions. Methods: The study involved 129 young Chinese ESL learners who completed vocabulary tests assessing their meaning recall before, immediately after, and 2 weeks after the study, as well as tests for VK and WM. Results and Conclusions: The results showed that full captions are the most efficacious condition for enhancing both single word and collocation learning. The depth of VK, as well as phonological and complex WM, were significant factors in the learning of new language items. Takeaways: Different types of captioning (full or keyword) contribute differently to the learning of various language items. Individual differences in WM and depth of VK among learners should be considered when utilizing captioned videos for language learning. Lay Description: What is already known about this topic: The type of captions employed does influence incidental single word learning.Incidental collocation learning from captioned videos is worth to be investigated due to the essential role of collocation knowledge in L2 development and the limited classroom time.The breadth of prior vocabulary knowledge (VK) does impact the incidental learning of single words across different captioned conditions. However, the findings remain inconclusive.Working memory (WM) plays a vital role in single word learning. However, limited emphasis has been placed on the examination of how WM affects the incidental learning of collocations across various captioning conditions. What this paper adds: Different captioned conditions play different roles in the incidental learning of different language units: single word learning benefits most from full captioning, whereas both full and keyword captioning lead to significant improvements in incidental collocation learning.The depth of VK is a key determinant of both single word and collocation learning from captioned videos, but its impact is greater for collocations.The breadth of VK is more relevant to collocation learning than single word learning.Both phonological and complex WM play an important role in learning both single words and collocations, but their contribution is greater for collocations. Implications for practice and/or policy: L2 policymakers can incorporate short storytelling videos into the EFL curriculum to facilitate vocabulary learning among young learners and ultimately enhance their L2 proficiency.Teachers can strategically design and implement various types of captioned videos (full or keyword) as out‐of‐class extensive viewing activities, targeting different language components such as single words and collocations.Teachers should be mindful of individual differences (e.g., VK and WM) among learners when utilizing captioned videos for language learning, particularly when it comes to incidental collocation learning.Parents are encouraged to include short storytelling videos with captions as part of their children's home entertainment activities. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self‐efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32‐item self‐reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first‐ and second‐order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four‐factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework. Practitioner notesWhat is already known about this topic AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy.Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy.Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes.What this paper adds Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions.Proposes a parsimonious model based on the ABCE framework and addresses a skill set of AI literacy.Implications for practice and/or policy Researchers are able to use the AILQ as a guide to measure students' AI literacy.Practitioners are able to use the AILQ to assess students' AI literacy development. [ABSTRACT FROM AUTHOR]

This paper studies the Hong Kong economy from a trade intermediary's perspective. Using a structural vector autoregression (SVAR) framework, we discover that trade‐related external shocks mainly affect the economy through re‐exports channel over the offshore trade channel. We observe that re‐exports shock does not transmit to the real economy through the employment channel. A puzzling phenomenon is that trade‐related employment has been in decline since 2008. Moreover, we notice that although the Sino‐U.S. trade war exerted much downward pressure on economic growth between 2018 and 2019, the trade intermediary sector swiftly recovered in 2020, reflecting the versatility of the external trade sector in Hong Kong. [ABSTRACT FROM AUTHOR]

Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objectives: This study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5‐year‐olds (Mage = 62.83 months, SD = 2.91) over a 6‐week period. Methods: The study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts. Results and Conclusions: The results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education. Lay Description: What is already known about this topic: Artificial Intelligence (AI) literacy is essential in today's world.Little research exists on engaging young children in learning AI literacy. What this paper adds: Technology‐enhanced embodied learning approach affords multimodality in enabling young children's learning with AI‐related agents.Project‐based learning and real‐life examples can enhance children's learning. Implications for practice and/or policy: Early exposure to AI can help children navigate the increasingly digital world.Practical approaches, such as embodied and multimodal learning, seem to be effective.Teachers can enhance children's digital learning by using pedagogical strategies like project‐based learning and real‐life examples. [ABSTRACT FROM AUTHOR]

This special article describes the achievements and impact of Dr. Todd Siu‐Toa Ing, MBBS, (1933–2023) on the field of nephrology as recounted by a colleague from Hong Kong, a U.S. nephrologist ex‐trainee, and the daughter of an important mentor. Dr. Ing was a founding member of the International Society for Hemodialysis. He made important discoveries regarding the diagnosis of renal tubular acidosis and electrolyte transport in the gastrointestinal tract and published many innovative findings relating to peritoneal and hemodialysis. He was especially interested in nephrology and dialysis education and was co‐editor of a Handbook of Dialysis that has been in publication in five editions since 1988 with translation into many foreign languages. Dr. Ing was very supportive of nephrology in China as well as Chinese nephrologists practicing in the United States, and was a founding member of the Chinese American Society of Nephrology. [ABSTRACT FROM AUTHOR]

Research has shown that even though standardized financial education has gained prevalence to promote financial literacy over the past decade, it has had little effect on personal financial planning. The present study used a randomized control trial to examine the effectiveness of a Python‐based personalized financial projection on young working adults in Hong Kong, to examine if and how this approach improves their financial planning. Participants assigned to the experiment group received standardized financial education and Python‐based financial projections, while those in the control group only received standardized financial education. The assessment based on the two‐wave data showed that Python‐based financial projection promoted future time perspectives, reduced temporal discounting, and improved financial planning via the full mediation of promoting financial attitudes. Although numerous applications for personal financial planning exist (such as Wallet, Walnut, Monefy, and Money View), our Python‐based financial projection stands out as the pioneering solution tailored for the hands‐on manipulation of programming code to effectively manage personal finances. Our findings suggest a new track to upgrade personalized financial projection and standardized financial education and contribute generously to the development of personal finance education. Practitioner notesWhat is already known about this topic Standardized financial education promotes objective financial knowledge.Standardized financial education has a limited effect on personal financial planning.Classical personalized financial projection promotes personal financial planning, but the effect is small.What this paper adds Introduction of a novel Python‐based personalized financial projection by manipulating projection code.The evidence that Python‐based personalized financial projection more strongly improves personal financial planning, compared to the classical personalized financial projection.The evidence why Python‐based personalized financial projection can improve personal financial planning.Implications for practice and/or policy Facilitating engagement of young working adults with personalized finance planning through the use of a Python‐based intervention.Integrating Python‐based personalized financial projection into standardized financial education in the school setting.Using Python as the platform to design more topic‐specific financial education module. [ABSTRACT FROM AUTHOR]

A lack of evidence bridging the chasm between professional learning practices and commonly used, publicly available resources such as YouTube videos, remains a long‐term challenge in both research and practice. The study introduced a YouTube video club for female early childhood teachers in Hong Kong (N = 29) to view, analyse and discuss STEM teaching videos. The participants wrote reflections and discussed with peers to exchange views on teaching content and strategies. All participants completed pre‐ and post‐intervention surveys reporting their teaching beliefs, and five participants from the experimental group were invited for individual interviews. The questionnaire survey data were analysed using statistical analysis, while the interview data were analysed through inductive thematic analysis. The study, which was pre‐post quasi‐experimental, showed that the video club enhanced teachers' beliefs and attitudes towards professional practices in early childhood education. Qualitative analysis of teacher interviews revealed benefits and constraints of using YouTube videos for professional learning. The study transformed video clubs into a web‐mediated mode using YouTube, Google Classroom and Zoom. The results have implications for the design and implementation of video clubs in teacher learning programmes. Practitioner notesWhat is already known about this topic As the largest and most popular video‐sharing service, YouTube hosts a wide range of freely accessible video types that can be used for professional education in various disciplines.There are worldwide efforts to improve early childhood teachers' ability to teach STEM.Video recordings of classroom observations have been used in the context of video clubs since the 1990s to support teacher learning.What this paper adds We introduced the design of a YouTube video club focusing on STEM teaching, in which the participants were asked to view and analyse video excerpts, write reflection as guided by the facilitator and discuss with peers in groups to exchange views on the teaching content and strategies demonstrated in the video excerpts.We extended prior research on video clubs by transforming video clubs into a fully web‐mediated mode using the technologies of YouTube, Google Classroom and Zoom.This design‐based study evaluated the design of YouTube video club in terms of affording and constraining teachers' professional learning in STEM education.Implications for practice and/or policy Results of this study can inform the design of teacher learning programmes using YouTube videos.YouTube videos can be used in web‐mediated video clubs to enhance teachers' professional beliefs, as well as the pedagogical content knowledge in specific learning domains (eg, STEM).More enhancements should be made to optimize the design of YouTube video club. [ABSTRACT FROM AUTHOR]

Risk‐adjusted control charts have been widely used in monitoring surgical quality in detecting risks of surgical performance. Most of the previous approaches focus on shifts in the location parameter as well as the existence of the scale parameter, which cannot get the full measure of the scale parameter under different levels. Ignoring the magnitude of the scale parameter, the monitoring methods cannot detect different variations of surgical mortality that is measured by scale parameter and required to reflect surgical quality improvement. The method of detecting variations in surgical quality is of interest in surgical quality improvement. This paper uses a new weighted h‐likelihood method to obtain a weighted score test for the surgical risks from the logistic model. Then an exponentially weighted moving average chart can be constructed to monitor the changes in the variance of risks, which could be of interest in practical surgical monitoring programs. Simulation results indicate that the proposed approach performs more efficiently than existing methods under various magnitudes of shifts in scale parameters on top of different pre‐set threshold stability. In addition, the application of the proposed method to real surgical data from the Surgical Outcome Monitoring and Improvement Program in Hong Kong shows the improvement and deterioration in a hospital's outcomes. [ABSTRACT FROM AUTHOR]

This paper analyzes the shift in career strategies among Japanese women due to the globalization of Japan's economy since the 1980s. It highlights how economic changes led to a gender‐based division of labor, propelling women to seek opportunities abroad. The research draws on interviews with 81 women who moved to financial centers in East Asia, mainly in Hong Kong and Shanghai, examining their experiences in the workforce, the impact of human resource agencies in their migration, and the challenges and opportunities they encountered. The study reveals a complex landscape where Japanese women navigate gendered expectations and discrimination both in Japan and abroad in pursuit of career advancement. The conclusion emphasizes three points. First, women found opportunities abroad to do what they wanted, even if it was not what they initially expected before leaving Japan. Second, although supportive and subordinate to male managers, their work was indispensable to the management of Japanese companies abroad. Their contribution has long been underestimated but needs to be considered. Third, the experience abroad gave them direct interaction with various clients and colleagues and a view of rapid societal change in Hong Kong and China, contributing to choosing their diverse career trajectories and life plans. [ABSTRACT FROM AUTHOR]

Background: The number of artificial intelligence (AI) literacy studies in K‐12 education has recently increased, with most research focusing on primary and secondary education contexts. Little research focuses on AI literacy programs in early childhood education. Objectives: The aim of this mixed‐methods study is to examine the feasibility of an AI literacy program called "AI4KG" and explore how it might affect kindergarteners' perceptions of robots and attitudes towards engineering and science. Methods: A total of 26 child–parent dyads recruited from a Hong Kong kindergarten were involved in this study, consisting of 26 children (Mage = 4 years, SD = 0.28) and their parents. Quantitative and qualitative data were collected through surveys and interviews designed to explore children's perceptions of robots and attitudes towards engineering and science, and parents' perceptions of the AI4KG intervention. Results: It is found that children have increased their perceptions of robots after the AI literacy program, but the AI4KG curriculum had no significant effects on kindergarten children's engineering and science attitudes. Most parents (22 out of 26) agreed that their children's AI knowledge, AI skills, and AI attitudes have been enhanced after learning through the AI4KG curriculum. Conclusions: This study suggests that the AI4KG curriculum is potentially effective in promoting early AI literacy and favourable attitudes towards the technology, but further research is needed to develop age‐appropriate measures and assess its long‐term impact on children's education and career paths. Lay Description: What is currently known about this topic?: AI literacy is becoming important as AI transforms society, but few studies have explored AI literacy in early childhood education.Prior research found AI activities can positively influence older children's views of robots and engineering. What does this paper add?: It evaluates an 8‐week AI literacy curriculum called AI4KG for kindergarteners in Hong Kong.The curriculum used tools like Teachable Machine and taught concepts through play and storytelling.It improved children's perceptions of robots but did not significantly impact engineering/science attitudes.Parents perceived improvements in children's AI knowledge, skills, and attitudes after the curriculum. Implications for practice/policy: The curriculum provides an example for developing age‐appropriate AI literacy activities.More rigorous research on impacts over time is needed, but results suggest potential benefits of AI literacy in early childhood.Policymakers could consider incorporating AI literacy into kindergarten curricula to prepare children for the future. [ABSTRACT FROM AUTHOR]

In this paper, we prove a weak form of the abc$abc$ conjecture generalised to algebraic number fields. Given integers satisfying a+b=c$a+b=c$, Stewart and Yu were able to give an exponential bound in terms of the radical over the integers (Stewart and Yu [Math. Ann. 291 (1991), 225–230], Stewart and Yu [Duke Math. J. 108 (2001), no. 1, 169–181]), whereas Győry was able to give an exponential bound in the algebraic number field case for the projective height HK(a,b,c)$H_{K}(a,\,b,\,c)$ in terms of the radical for algebraic numbers (Győry [Acta Arith. 133 (2008), 281–295]). We generalise Stewart and Yu's method to give an improvement on Győry's bound for algebraic integers over the Hilbert Class Field of the initial number field K. Given algebraic integers a,b,c$a,\,b,\,c$ in a number field K satisfying a+b=c$a+b=c$, we give an upper bound for the logarithm of the projective height HL(a,b,c)$H_{L}(a,\,b,\,c)$ in terms of norms of prime ideals dividing abcOL$abc \mathcal {O}_{L}$, where L is the Hilbert Class Field of K. In many cases, this allows us to give a bound in terms of the modified radical G:=G(a,b,c)$G:=G(a,\,b,\,c)$ as given by Masser (Proc. Amer. Math. Soc. 130 (2002), no. 11, 3141–3150). Furthermore, by employing a recent bound of Győry (Publ. Math. Debrecen 94 (2019), 507–526) on the solutions of S‐unit equations, our estimates imply the upper bound logHLa,b,c

In recent years, illegal felling of and damage to the incense tree Aquilaria sinensis (Lour.) Spreng. have been reported in Hong Kong. Their native populations are under increasingly severe threat. Therefore, the development of a standard and efficient method to classify and document wounds on vulnerable trees is urgently needed for conservation purposes. In this study, photogrammetry was used to document wounds in A. sinensis through 3D modeling. A total of 752 wound records from 484 individual A. sinensis trees from Hong Kong were included to establish a new wound classification system. Our major findings include a novel standardized procedure for photogrammetric documentation and a wound classification system. The results of this study will facilitate A. sinensis conservation, by enhancing wound documentation and information transfer to law enforcement and education. [ABSTRACT FROM AUTHOR]

We analyzed 49,592 teleseismic receiver functions (RFs) recorded by 278 CEArray stations to image the mantle transition zone (MTZ) beneath the South China Block to understand the origins of deep velocity anomalies and their potential links to subduction and intraplate volcanism. We employed a fast‐marching method and a high‐resolution 3‐D velocity model (FWEA18) derived from full waveform inversion in computing P‐to‐S conversion times to better image the 410‐ and 660‐km discontinuities. Our results indicate that the common‐conversion‐point stacking of RFs using 3‐D conversion times yielded better migration images of the two discontinuities. The images revealed a slightly depressed 410‐km with a few small uplifted patches, and showed that the 660‐km beneath the western Yangtze Craton is depressed by 10–25 km, which is likely caused by the stagnant Paleo‐Pacific slab. The 660‐km beneath the southern Cathaysia Block has a 5–15 km high plateau with a topographic low at its central part. The lateral dimension of the topographic low is ∼150 km and is located beneath the central Pearl River Mount Basin near Hong Kong. We speculate that the topographic low occurs within the Hainan plume with a temperature excess of ∼300–400 K and is caused by the garnet phase transition. The displaced deep plume enters the MTZ and spreads nearly horizontally at the base. The plume evolves into two channels with a minor one toward the northeast and a major one toward the southwest, which keep moving upward to the 410‐km. The southwest channel is likely the source that feeds the Hainan volcanoes. Plain Language Summary: Using data from seismic stations in the South China Block, we investigated the mantle transition zone (MTZ) to understand the origins of deep velocity anomalies and their associations with subduction and intraplate volcanism. By applying advanced techniques and a ground‐truth reference model, we obtained clearer images of the 410‐ and 660‐km discontinuities. The images showed that the 410‐km discontinuity is slightly depressed with some small uplifted areas. Additionally, the 660‐km discontinuity beneath the western Yangtze Craton is depressed due to the presence of a stagnant slab from the ancient Pacific Ocean. In contrast, beneath the southern Cathaysia Block, the 660‐km discontinuity forms a high plateau with a central low area. This area located near Hong Kong may be related to a plume originating from the lower mantle. The plume, with elevated temperatures, enters the MTZ and spreads horizontally. It then evolves into two channels, with one moving toward the northeast and the other toward the southwest. The southwest channel likely supplies magma to the volcanoes in Hainan. These findings provide insights into the complex processes occurring deep within the Earth's mantle in the South China region. Key Points: FWEA18 is used in migrating CEArray receiver functions to image the mantle transition zone beneath the South China BlockThe 660‐km is depressed ∼10–25 km by stagnant slabs beneath the northwestern part of the blockThe Hainan volcanoes are fed by a displaced lower mantle plume beneath the central Pearl River Mouth Basin [ABSTRACT FROM AUTHOR]

Objective: The Prince of Wales Hospital (PWH) Real‐world Analysis of People with Drug‐Resistant Epilepsy (DRE) on PERampanel (WRAPPER) study assessed effectiveness and tolerability of adjunctive perampanel in people with DRE attending PWH. Methods: This was a prospective single‐center real‐world observational study involving 70 people with DRE between July 2016 and June 2021. A post hoc analysis after the initial study period of 16 weeks assessed outcomes for an extended period up to 52 weeks. Results: After 16 weeks, median dose of perampanel was 2 mg (IQR 24 mg). 50% responder rates were 40.0%, 41.5%, and 48.7% at 16, 26, and 52 weeks. Seizure freedom was 12.9%, 20.7%, and 25.6% at 16, 26, and 52 weeks. Monthly seizure frequency reduced from 3.0 (IQR 3.0–6.6) at baseline to 2.0 (IQR 2.0–6.0, p = 0.005) at 16 weeks; 2.0 (IQR 2.0–5.0, p = 0.01) at 26 weeks; and 2.0 (IQR 0.0–4.0, p = 0.018) at 52 weeks. Older age predicted 50% responders (OR 1.08, 95% CI 1.01–1.14, p = 0.048). At 16 weeks, 51.4% (36/70) had treatment‐emergent adverse effects (TEAEs). Most common was seizure exacerbation at 35.7% (25/70) followed by fatigue at 15.7% (11/70). NPI‐12 and ZBI scores indicated no increase in neuropsychiatric symptoms on perampanel. Significance: Low‐dose 2–4 mg adjunctive perampanel for people with DRE conferred appreciable improvements in seizure reduction without significant neuropsychiatric adverse effects in the real‐world setting at a tertiary center in Hong Kong and had better antiseizure effect with advancing age. Plain Language Summary: This real‐world study from Hong Kong found low‐dose perampanel was effective and tolerable for people with drug‐resistant epilepsy. Furthermore, perampanel was also potentially more effective with advancing age. [ABSTRACT FROM AUTHOR]

Seasonal influenza viruses continue to cause severe medical and financial complications annually. Although there are many licenced influenza vaccines, there are billions of cases of influenza infection every year, resulting in the death of over half a million individuals. Furthermore, these figures can rise in the event of a pandemic, as seen throughout history, like the 1918 Spanish influenza pandemic (50 million deaths) and the 1968 Hong Kong influenza pandemic (~4 million deaths). In this review, we have summarised many of the currently licenced influenza vaccines available across the world and current vaccines in clinical trials. We then briefly discuss the important role of CD8+ T cells during influenza infection and why future influenza vaccines should consider targeting CD8+ T cells. Finally, we assess the current landscape of known immunogenic CD8+ T‐cell epitopes and highlight the knowledge gaps required to be filled for the design of rational future influenza vaccines that incorporate CD8+ T cells. [ABSTRACT FROM AUTHOR]

Background: Health literacy is essential in the promotion of healthy lifestyle habits and chronic disease prevention. Objective: To assess the health literacy level among Hong Kong adolescents; to evaluate the association between access of an online health information platform (GoSmart Channel) and health literacy level; and to examine the association between health literacy level and various unhealthy behaviours. Design: This study recruited students from 10 local secondary schools in Hong Kong to assess the health literacy level among adolescents. Settings and Participants: Participants were required to complete a self‐administered questionnaire on health behaviours and health literacy using the Health Literacy Measure for Adolescents (HELMA). Main Outcome Measure: Data were analysed using descriptive statistics and multivariate regression modelling. Results: A total of 777 responses were collected. Overall, most (74.4%) of the adolescents in Hong Kong have limited health literacy (HELMA score <66). The majority (63.7%) of adolescents relied on their parents for health information, while 11.4% of the respondents sought information from the GoSmart Channel. The intervention of GoSmart Channel was significantly associated with better health literacy in almost all aspects among adolescents. Desired levels of health literacy were significantly associated with better perceived health (adjusted odds ratio: 2.04, p =.001) and negatively associated with a range of unhealthy and risky behaviours including unhealthy dietary habits, poor hygienic measures and physical inactivity. Discussion and Conclusion: This study highlights the importance of improving health literacy among Hong Kong adolescents and the potential of technology‐based interventions. The findings suggest the need for continued efforts to promote health literacy and healthy behaviours among adolescents, especially given the limited health literacy levels observed in the study. Patient or Public Contribution: Members of the GoSmart.Net Built‐on Project patient and public involvement and engagement group advised about survey development. [ABSTRACT FROM AUTHOR]

The current trend in display technology is towards achieving larger color gamut and higher brightness levels. However, it should be noted that visual perception of brightness intensity may differ from physical brightness intensity. The HelmholtzKohlrausch effect(H‐K effect) refers to the phenomenon where the perceived brightness of a color increases as its purity or saturation increases while keeping its luminance constant. In order to investigate the relationship between visual perception brightness and lightness, hue and color purity, an experiment was conducted using an RGB laser television as the display device. A total of 12 subjects participated in the visual perception brightness experiment. Based on the experimental results, the visual perceptual brightness for different color patterns was determined. Subsequently, a multilayer perceptron neural network was employed to depict the variation pattern of visual perception of brightness within the CIELAB color space. Finally, Fairchild's H‐K effect compensation formula was revised using nonlinear least squares method based on these experimental findings. [ABSTRACT FROM AUTHOR]